2025/06/02 by Junsu Bae, Martin Camiré
Psychology · Social Sciences · #Motivation and Self-Concept in Sports #Parental Involvement in Education #Youth Development and Social Support
paper · doi:10.1080/00336297.2025.2513357
crossref issued 2025/06/02 · crossref published 2025/06/02 · crossref published-online 2025/06/02 · openalex publication_date 2025/06/02 · crossref created 2025/06/03 · crossref published-print 2025/10/02 · openalex created_date 2025/10/10 · crossref deposited 2025/10/22 · openalex updated_date 2026/07/22 · crossref indexed 2026/07/30
Many studies emphasize the importance of life skills coaching, but the specific mechanisms involved are not sufficiently explained. To advance life skills literature and provide insights for practitioners, it is necessary to explain the beliefs and intentions that underpin how coaches teach life skills. As part of efforts to develop a framework that reflects these factors, this study proposes an integrated model combining the theory of planned behavior (TPB) with existing life skills coaching (LSC) theories. The LSC-TPB model explains specific life skills coaching processes by focusing on three core beliefs (i.e. attitude, subjective norm, and perceived behavior control), intentions, and implementation of coaches. This model provides explanations for why coaches may fail to teach life skills despite their intentions. Finally, practical implications for how this model can be applied in sport settings, as well as potential areas for future research, are presented.